Juanita D. Simmsjds365@knights.ucf.edu

April 23, 2010EEX 4070

UPWARD BOUND READING CIRCLE

Early PerceptionsThe “Understanding Differences” module was

key to creating awareness about the importance how to deal with persons who have disabilities. As an aspiring teacher, I must be mindful to treat all of my students with respect and accept whatever challenges they bring. It should also be my goal to try not to be offensive in the way that I communicate with them. These were valuable tips that may have been overlooked based upon what we have generally been taught in society about persons with disabilities.

Introduction to the SettingJoan Walker Elementary School

Seminole County Public Schools

3101 Snow Hill Road

Chuluota, Florida 32766

Dr. Kathy A. Phillips, Principal

Mary Walters-Clark, Assistant Principal

Front View of School

Front Lobby/Reception of School

Mrs. Perkins – Literacy Coachin Guided Reading Room

Guided Reading Books stored by genre, grade level and lexile score.

Demographics

Personal Demographics

I am a Junior in the College of Education at UCF presently pursuing my Bachelor of Science degree in Elementary Education. My goal in life, since I was a child, was to become a teacher. Although that dream was delayed along the way I am now being afforded that awesome opportunity and enjoying every minute of it. I am a non-traditional part-time college student. A divorced mother of three. Thomas – a senior at Florida A&M University in Tallahassee, Florida,; K’Nisia – an 8th grader and K’Juan – a 2nd Grader. I was born in New Providence, Bahamas and received my grade school education there.

I have been a resident of the United States for 16 years. The educational system here differs from that in The Bahamas where most of our curriculum , examinations and standards are based on the traditional Colonial English School System. All grade school s in the Bahamas, whether public or private wear school uniforms. This then makes my educational studies very interesting and challenging as I go through the various classes and have the opportunity to compare the two worlds of education in The Bahamas and the United States.

Participant Demographics The following students were the active participants in the

Upward Bound Reading Circle:

K’Juan S. - 2nd grade, Age 7Madison W. - 2nd Grade, Age 8

Destin C. - 1st Grade, Age 7Adriana G. - 1st Grade, Age 6Ariana L. - 1st Grade, Age 7Charity O. - 1st Grade, Age 6

The participants were selected based on their reading levels. The second graders were both high level reading at the 4th grade level. The first graders were students with SLD or were waiting to be tested and they were all low-level, struggling readers. The age range was from six to eight years old. Ethnicities included one (1) African –American, one (1) Hispanic and four (4) White students.

Ariana L., Adriana G., K’Juan S., Madison W., Charity O., Destin C.

Engagement Activities The Reading Circle targeted special education

students in 1st grade who were low-level readers and paired them up with high-level reading second graders.

Various strategies were used to improve and promote reading comprehension and fluency. Based upon the recommendation of Mrs. Perkins, the Literacy Coach suggested the Guided Reading teaching technique which has three components:

Diagnostic – I had the opportunity to observe the reading behaviors of the individual students and determine their overall attitude toward reading

Instructional – I was able to guide the students in their reading and reinforce vocabulary skills by the use of question and answers, meaning works. ,

Evaluative- I was able to see whether the reading circle groups were working and how well the comprehension, vocabulary and fluency skills of the students were improving over the 6-week duration of the reading circle.

We also used word building blocks and the Whisper Phone for the students to listen to themselves as they read. The Echo and Choral Reading kept them all engaged and “no child was left behind!”

Reflection of your Experience The Reading Circle turned out to be a

memorable experience for me and the students involved. Over the 6 week period we were able to develop a great rapport. It also gave me a greater appreciation for those students who have learning disabilities and the teachers who patiently instruct them so that they have opportunity to succeed as well as others do.

The one thing that had the greatest impact was seeing the children work together cooperatively in spite of their ethnicities and reading levels.

• From going through this experience I am even now more certain that I have chosen the perfect career path. Seeing the smiles and look of satisfaction on the faces of the children when they are able to independently read a word or grasp a concept is priceless!